One can be uncertain about what he/she is experiencing and what is considered ADD/ADHD due to its ability to be elusive, especially from an insurance company's stand point. Understanding the general symptoms of ADD/ADHD gives insight into ADD/ADHD’s complexity. Personally, it is believed that no one person's symptoms are an exact replica of another’s symptoms. ADD/ADHD does not resolve itself spontaneously. It continues into adulthood; however, it can be treated and resources can be provided under federal law. The origin is likely chromosomal since ADD/ADHD tends to run in families. Everyone affected is unique in their condition. One person is hyperactive and others space out for long periods of time. The hyperactive person is uncontrollably stimulated even though their behavior is inappropriate or atypical for that particular setting. The environment does not determine the behavior; ADHD/ADD commands, whether appropriate or not. This hyperactive “idle” possession is not fidgety but jumpy. A milder case of ADHD can manifest in a constant fidgety manner. The ADHD person is tireless causing inordinate expenditures in energy.  

     The hyperactive and the calm can have trouble with impulse control; however,one persons lack of impulse control is not the same as anothers lack of impulse control. Feedback from teachers and instructors might include comments that suggest a motor is driving so and so or there may be mention of outbursts. The presence of the ability to brake their behavior similar to a car’s does not exist. The lack of ability to control them self leads easily to frustration. Traits such as boredom, not finishing the paragraph being read, not putting themselves together in the morning and zoning out during conversations occur. In addition, some common concurrent disability are depression and/or a learning disorder. Aid and help is available but it must be sought, the sooner the better.

     Education is more difficult than the norm. When concentrating and listening during class, information may be processed differently. Instead of a fluent, coherent, linear and orderly reception of the lecture or lessons, processing may occur in pieces or chunks. The heard information then must be put together like a puzzle, causing more required work. Notes taken reflect information not accounted for when compared with the unafflicted classmate’s notes. It is likey that handwriting is illegible. The individual lacks the focus needed for form that produces straight, not squiggly lines. It could seem that there are microsecond skips in attentiveness needed to write clearly and legibly. Writing can be so difficult to decipher even for the author himself/herself. Poorer hand writing is more apparent at a young age.

     Medication and disability resources can help but must be sought. Medication can calm the wildest amounts of energy. With medication, what was previously painful to pay attention to becomes gratifying. Organizational skills do not come naturally. The gift of a calendar and constant insistence of its use can be an invaluable help. The overall unnatural or non-existing organizational skills may manifest itself in tardiness, uncertainty and misplacement of items.